This edited volume contains the papers presented in the 2nd ESREA|ReNAdet meeting that was jointly organised with the VET & CULTURE Network in the University of Tallinn (Estonia), 9-11 November 2011. The papers that appear in the volume discuss the future (or the futures) of adult educators in respect to issues of developing their identities and professional status, issues of networking and/or unionizing and collaborating among different "types" of adult educators and related staff in adult education in general, and issues of power and authority in the adult-educator interaction. The selected number of contributions that appear in the volume focus on following themes: (1) Perceptions of adult educators: by adults-students, policy makers and in public; (2) Theoretical, political and practical discourses on adult educators: the future of adult education as an academic field; (3) Context and environment of adult education and different "types" of adult educators; (4) Ownership of the adult educators' profession and professional borders: is there a professional future for adult educators?; and (5) Learning, becoming, being and growing as professional adult educator, including issues of ageing and gender. Following a preface, "Creating a Space for Learning-- Reflections" (Marin Gross and Larissa Jogi), papers include: (1) Reflective Learning in Blended Process: Becoming an Adult Educator (Helena Koskinen); (2) The Status and Training Needs of Adult Educators in Hungary (Eva Farkas); (3) Adult Educator Development and Burnout: Self-Management of Generic Competences in Problem Prevention (Joanna Pitura); (4) Adult Educators--A Threatened Species in Our Education Systems (Markus Weil); (5) Changing Demands of Society and the Validity of the Training Programme for Adult Educators in Japan: Limitations on Its Present Curriculum after the 2011 Great Eastern Japan Earthquake and Future Possibilities (Naoko Suzuki); (6) The Relations of the Actors in Research, Practice and Finnish Adult Education: What Research Means for Actors of Vocational Education? (Sini Terasahde); (7) The Impact of the Validation Process on the Professional Development of Adult Educators (Simona Sava, Mariana Crasovan, and Andreea Siliman); (8) The Identity of Adult Educators in the Context of the Open University as Perceived by Themselves and Their Students: A Case Study (Maria Gravani and Georgios K. Zarifis); (9) The Relations of the Actors in Research, Practice and Policy in Norwegian Adult Education: What Research Means for Actors of Vocational Education? (Gerd Stolen); (10) Cooperation as a Central Element of Future-Oriented Adult Education (Christina Buschle, Rudolf Tippelt, and Sandra Fuchs); (11) Academic Identity of Adult Education (Anja Heikkinen); (12) The Use of Experiential Learning in the Adult Education Field (James Bradley); and (13) Interactive Professionalization in Continuing Education and Training: The Bielefeld Approach (Wolfgang Juette, Markus Walber, and Julia Behrens). An index is also included. Individual papers contain references, tables, and figures. (Contains 29 footnotes.) [Abstract modified to meet ERIC guidelines.]